This study examined and compared the career resilience and perceptions of workplace EDI of recent international and domestic post-secondary business graduates. Career resilience is defined as “a developmental process of persisting, adapting, and/ or flourishing in one’s career despite challenges, changing events, and disruptions over time (Mishra and McDonald, 2017, p. 17). This definition reflects career resilience as an ongoing and positive developmental process that overcomes setbacks that are inherent in the context faced by an individual. This BMRC partnership and other researchers in the field of international education have studied various aspects of international student and immigrant resilience. Some studies have noted the discrimination faced by these individuals in the workplace. However, we have yet to compare how EDI is perceived in academia and workplace by both domestic and international student alumni. Such a focus will create insights as to how educational institutions, organizations, and the government can prepare graduates to utilize positive strategies to deal with challenging EDI situations and develop career resilience. We considered how their work experience relates to their career expectations. We built on research that considers the importance of adaptability (see Seibert, Kramer, Heslin, 2016). Our study also highlighted how companies can operationalize EDI in their workplaces, and by doing so, retain a highly skilled and resilient workforce.
What was our approach?
In our surveys of international and domestic post-secondary alumni, we tested hypotheses related to such variables as career resilience, perceptions of equity diversity, and inclusion when reflecting on their educational experience and currently experiencing in the post-graduation workplace.
Working with UWindsor’s Alumni Affairs we have collected data using an online survey. We offered three $250 draws for participation. We used the data to understand the career outcomes of recent alumni, as well as to develop recommendations with respect to educational strategies and alumni support mechanisms to combat EDI challenges in the workplace.
Fall 2022
- Obtained REB clearance from UWindsor for a slightly revised data collection process and survey content.
- Created final instrument using publicly available career resilience scales and EDI scales (consider Carstens & De Kock, 2015; Romansky, Garrod, Brown & Deo 2021; Lennox, Herlihy, Sharar & Robey 2022; O’Keefe, M., Salunkhe, Lister, Johnson & Edmonds 2020).
- Odette School of Business distributed the survey and collected data.
- Schlosser/UW (original pledged funding match for BMRC) provided funding for cash card draws to incent participation and funding for interviews.
Winter 2023
- Expanded data collection to Brock – Goodman School of Business alumni
- Conducted interviews with recent alumni who have indicated they would like to participate in a follow-up interview.
- Analyzed our data and wrote up the research for both practical and academic audiences.
Project Director:
- Francine Schlosser, Odette School of Business, University of Windsor
Co-investigator:
- Deborah McPhee, Professor of Human Resource Management, Goodman School of Business, Brock University
Community Partners:
- Odette School of Business, University of Windsor
- Schlosser, F., Mcphee , D., Azevedo, M. (in progress). Edu-immigrants–EDI andresilient post-graduate careers.
- Supporting Intelligent Career Pathways For Edu-Immigrants: A Path To Post-Education Resilience
- Soutien aux parcours de carriére intelligents pour les étudiants immigrants : une voie vers la résilience
